Month: October 2023

JAC Board Class 9th Social Science Solutions Geography Chapter 2 Physical Features of India

JAC Class 9th Geography Physical Features of India InText Questions and Answers 

Find Out (Page No. 8)

Question 1.
The names of the glaciers and passes that lie in the Great Himalayas?
Answer:
Glaciers in the Great Himalayas: Siachin, Milam, Gangotri, Bhagirathi, Baltoro, Pindari.
Passes in the Great Himalayas: Burgil, Zoji La, Shipki La, Bara Lacha La, Nathu La, Bomdi La, Thaga La, Lipulekh La.

Question 2.
The name of the states where highest peaks are located.
Answer:

Highest Peaks	States
Kanchenjunga	Sikkim
Nanga Parbat	Jammu & Kashmir (Union Territory)
Nanda Devi	Uttarakhand
Kamet	Uttarakhand
Namcha Barwa	Arunachal Pradesh

Question 3.
Find the location of Mussoorie, Nainital, Ranikhet from your atlas and also name the state where they are located.
Answer:

Place	States
Mussoorie	Uttarakhand
Nainital	Uttarakhand
Ranikhet	Uttarakhand

JAC Class 9th Geography Physical Features of India Textbook Questions and Answers 

Question 1.
Choose the right answer from the four alternatives given below:
1. A landmass bounded by sea on three sides is referred to as:
(a) Coast
(b) Island
(c) Peninsula
(d) None of the above.
Answer:
(c) Peninsula

2. Mountain ranges in the eastern part of India forming its boundary with Myanmar are collectively called as:
(a) Himachal
(b) Uttarakhand
(c) Purvachal
(d) None of the above.
Answer:
(c) Purvachal

3. The Western Coastal Strip, south of Goa is referred to as:
(a) Coromandel
(b) Konkan
(c) Kannad
(d) Northern Circar
Answer:
(c) Kannad

4. The highest peak in the Eastern Ghats is:
(a) Anai Mudi
(b) Kanchenjunga
(c) Mahendragiri
(d) Khasi
Answer:
(c) Mahendragiri

Question 2.
Answer the following questions briefly:
1. What is the ‘bhabar’?
Answer:
Bhabar is a narrow belt of plain which is about 8 to 16 km wide. It is covered with pebbles deposited by rivers lying parallel to the slopes of the Shiwaliks.

2. Name the three major divisions of the Himalayas from North to South
Answer:
(a) The Great or Inner Himalayas or the ‘Himadri’.
(b) The Middle or Lesser Himalayas or the ‘Himachal’.
(c) The Outer Himalayas or the ‘Shiwaliks’.

3. Which plateau lies between the Aravalli and the Vindhya ranges?
Answer:
The Malwa Plateau.

4. Name the island group of India having a coral origin.
Answer:
The Lakshadweep Islands.

Question 3.
Distinguish between:
1. Bhangar and Khadar
2. Western Ghats and Eastern Ghats.
Answer:
1. Difference between Bhangar and Khadar:

Bhangar	Khadar
1. It is the older alluvial soil.	1. It is the newer alluvial soil.
2. It often contains kankar or nodules with calcium carbonates in sub-soil.	2. It is finer, more sandy and free from kankar nodules.
3. Bangar is not renewed frequently. Hence, it is less fertile.	3. Khadar is renewed frequently and is more fertile.
4. It is found away from the river at a higher ground level.	4. It is found near river channels, in deltas and in floodplains.

2. Difference between Western Ghats and Eastern Ghats:

Western Ghats	Eastern Ghats
1. The Western Ghats form the western side or edge of the Deccan Plateau.	1. The Eastern Ghats form the eastern side or edge of the Deccan Plateau.
2. These Ghats are regular and comparatively higher in elevation.	2. These ghats have a relatively lower elevation.
3. These lie parallel to the western coast.	3. These lie parallel to the eastern coast.
4. Their average elevation is 900-1600 metres.	4. Their average elevation is 600 metres.
5. They are continuous and can be crossed through passes only.	5. They are discontinuous and irregular and dissected by rivers draining into the Bay of Bengal.
6. The highest peak is Anai Mudi.	6. The highest peak is Mahendragiri.
7. Soil is highly fertile. Rice, spices, rubber, coconuts, cashew nuts, etc. are grown.	7. Soil is relatively less fertile. Groundnuts, rice, cotton, tobacco, coconuts, etc. are grown

Question 4.
Which are the major physiographic divisions of India? Contrast the relief of the Himalayan region with that of the Peninsular Plateau.
Answer:
The major physiographic divisions of India are:

1. The Himalayan Mountains
2. The Northern Plains
3. The Peninsular Plateau
4. The Indian Desert
5. The Coastal Plains
6. The Islands

The contrast between the relief of the Himalayan region with that of the Peninsular Plateau is as follows:

The Himalayan Region	The Peninsular Plateau
1. These are young fold mountains.	1. These are a part of the oldest structure of the earth’s crust.
2. These are formed of sedimentary rocks.	2. These are formed of igneous and metamorphic rocks.
3. These consists of three parallel ranges: Himadri, Himachal, Shiwa- liks.	3. It consists of two sections: The Central Highlands, The Deccan Plateau
4. Mostly glaciers and passes are found in this region.	4. Glaciers and passes are not found in this region.
5. These contain the highest mountains.	5. These are formed of low hills.
6. It is the origin of snow-fed, perennial rivers.	6. It has rainfed, seasonal rivers.

Question 5.
Give an account of the Northern Plains of India.
Answer:
A description of the Northern Plains of India is given hereunder:

1. The Northern plains lie to the south of the Himalayas.
2. The Northern plains have been formed by the interplay of the three major river systems, namely, the Indus, the Ganga and the Brahmaputra along with then tributaries.
3. It spreads over an area of 7 lakhs sq. km. It is about 2400 km long and 240 to 320 km broad.
4. It is formed of alluvial soil.
5. With a rich soil cover combined with adequate water supply and favourable climate, it is agriculturally a very productive part of India.
6. On the basis of the difference in the relief, the plain is divided into four sections
   • Bhabar,
   • Tarai,
   • Bhangar,
   •  Khadar.

Question 6.
Write short notes on the following:
1. The Indian Desert
2. The Central Highlands
3. The Island Groups of India.
Answer:
1. The Indian Desert:
(a) The Indian desert lies towards the western margins of the Aravalli Hills.

(b) It is an undulating sandy plain covered with sand dunes called Barchans.

(c) This region receives very low rainfall: below 150 mm per year.

(d) It has an arid climate with low vegetation cover.

(e) Luni is the only large river in this region.

2. The Central Highlands :
(a) The part of the Peninsular plateau lying to the North of the Narmada river, covering a major area of the Malwa plateau, is known as the Central Highlands.

(b) The Vindhyan range is bounded by the Satpura range on the south and the Aravallis on the North-West. The further westward extension gradually merges with the sandy and rocky desert of Rajasthan.

(c) The flow of the rivers draining this region, namely, the Chambal, the Kalisindh, the Betwa and the Ken is from South-West to North-East, thus, indicating the slope.

(d) The Central Highlands are wider in the west but narrower in the east. The eastward extensions of this plateau are locally known as the Bundelkhand and Baghelkhand.

(e) The Chotanagpur plateau marks the further eastward extension, drained by the Damodar river.

3. The Island Groups of India:
(a) The Lakshadweep and the Andaman and Nicobar islands are the two main island groups of India.

(b) The Lakshadweep Islands group lies close to the Malabar coast of Kerala. This group of islands is composed of small coral islands. It covers a small area of 32 sq.km. Kavaratti island is the capital of Lakshadweep.

(c) The Andaman and Nicobar islands located in the Bay of Bengal extend from North to South. They are bigger in size and are more numerous and scattered. Port Blair is the capital of this island group.

On an outline map of India, show the following:
1. Mountain and hill ranges: the Karakoram, the Zaskar, The Patkai Bum, the Jaintia, le Vindhya range, the Aravalli, and the Cardamom hills.
2. Peaks: K2, Kanchenjunga, Nanga Parbat and the Anai Mudi.
3. Plateaus: Chhota Nagpur and Malwa.
4. The Indian Desert, Western Ghats, Lakshadweep Islands.
Answer:

Locate the peaks, passes, ranges, plateaus, hills and dunes hidden in the puzzle. Try t find where these features are located. You may start your search horizontally, vertically diagonally.

Answer:
Peaks: Kanchenjunga, Everest, Anai Mudi, Aravali

Passes: Nathu La, Shipki La, Bomdi La.

Ranges: Maikal, Sahyadri, Vindhyan.

Plateau: Chotanagpur, Malwa.

Hills: Jaintia, Kaimur, Garo, Nilgiri, Cardamom

Students can locate the above features on a map under the guidance of their teacher

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions History Chapter 5 Pastoralists in the Modern World

JAC Class 9th History Pastoralists in the Modern World InText Questions and Answers 

Activity (Page No. 101)

Question 1.
Read Sources A and B. Write briefly about what they tell you about the nature of the work undertaken by men and women in pastoral households.
Answer:
The nature of the work undertaken by men and women in pastoral households are as follows:

1. The men graze the cattle, and frequently stay for weeks in the woods tending their herds.
2. The women go to the markets every morning with baskets on their heads with little earthen pots filled with milk, butter-milk and ghee, each of these pots containing the proportion required for a day’s meal.

Question 2.
Why do you think pastoral groups often live on the edges of forests?
Answer:
I think pastoral groups often live on the edges of forests because :

1. They cultivate a little ground by living in small villages near the skirt of woods.
2. They graze their cattle in the forests.
3. They gather and use many forest products and sell them in towns.

Activity (Page No. 104)

Question 1.
Write a comment on the closure of the forests to grazing from the standpoint of:
1. A forester
2. a pastoralist
Answer:
1. A Forester:
It is the duty of a forester that he must protect and take care of the forests. He must not allow the pastoralists to graze their cattle in the forests.

2. A Pastoralist:
All pastoralists depends on the forests. They rear cattle which need grass to graze. By restriction on their entry in the forests, not only the lives of their cattle will suffer, but their own livelihood will also be adversely affected.

Activity (Page No. 105)

Question 1.
Imagine you are living in 1890s. You belong to a community of nomadic pastoralists and craftsmen. You learn that the Government has declared your community a Criminal Tribe.
1. Describe briefly what you would have felt and done.
2. Write a petition to the local collector explaining why the Act is unjust and how it will affect your life.
Answer:
(1) It is very natural that I felt bad because it is absolutely wrong to declare any tribe as criminal just because it is a nomadic community. In this condition, I appeal to the government to rethink on its decision.

(2) To,
The Collector,
Jaisalmer
Subject: About the declaration of Raika community as a criminal tribe.
Sir,
With due respect, I want to attract your attention towards the above mentioned subject. Your government has declared our Raika community as criminal under the Criminal Tribes Act of 1871. This act is unjust for us because our community is declared criminal without any reason, just on the basis of our nomadic life. As this act has been enforced on us, therefore, our community is forced to live in a notified village. We are not allowed to move without a permit. The village police keep continuous watch on us. This makes us feel like as we are really criminals. Thus, this act has adversely affected our lives and seized our freedom completely.

Therefore, kindly request the government to abolish this Act.

A Petitioner
Jagpat Raika
Jaisalmer

Activity (Page No. 116)

Question 1.
Imagine that it is 1950 and you are a 60-year old Raika herder living in post-independence India. You are telling your grand-daughter about the changes which have taken place in your lifestyle after independence. What would you say?
Answer:
After independence, our life has changed significanthy since now there is not enough pasture for our animals to graze on, and, we are forced to reduce the number of cattle in our herds. We have to change our grazing ground also, as we are not allowed to go to Indus and graze our camels on the banks of the river because it is now a part of Pakistan.

The political boundary between India and Pakistan prevents us from going there. Now we have found an alternative grazing ground in Haryana. In recent years, our cattle go there and graze on agricultural fields after the harvests are cut. The animals also fertilise the soil with manure from their excreta. Your father did not like a herder’s life and decided to become a farmer.

I think you will lead a much better life then that what your father led. I hope you will be serious about your studies and do well in your life. Your father tries to give you all the facilities which he did not get. You must respect his sacrifice and try to achieve something in your life.

Question 2.
Imagine that you have been asked by a famous magazine to write an article about the life and customs of the Maasai in pre-colonial Africa. Write the Article, giving it an interesting title.
Answer:
Life of the Maasai The title Maasai derives from the word Maa. Maa-sai means “My People” (‘Maa’ means ‘My’ and sai mean ‘people’ in their language). Maasai society is divided in to two parts Elders and Warriors. The Maasais are traditionally nomadic and pastoral people who depend on milk and meat for subsistence.

Massais are the native people of eastern Africa. They raise cattle, camels, goats, sheep and donkeys and they sell milk, meat, animal skin and wool. Maasailand is stretched over a vast area from South Kenya to the Steppes of northern Tanzania. The elders belonging to the higher age group decide on the affairs of the community by meeting as a group and they also settle disputes.

The warriors are the younger group who are responsible for the protection of the tribe. They also organise cattle raids as and when required. Since cattle are their wealth, these raids assume importance as in this way they are able to assert their power over other pastoral groups. However, the warriors are subject to the authority of the elders.

Question 3.
Find out more about some of the pastoral communities marked in Fig-11 and 12

Answer:
Fig. 11. Pastoral Communities in India
1. Maldharis:
Maldharis are a tribal herdsman community in Gujarat of India. Originally nomads, they came to be known as Maldharis after settling in Junagarh district (mainly Gir Forest). The literal meaning of Maldhari is owner/keeper of animal stock. These semi-nomadic herders spend eight months of the year criss-crossing sparse pasturelands with their livestock including sheep, goats, cows, buffaloes and camels in a continual quest for fodder.

They are r stable as traditional dairy men of the region and they once supplied milk and cheese to the palaces of rajas. In different regions, the Maldharis belong to different castes. At present, they earn a living by obtaining milk from their cattle.

2. Monpas:
Monpas live in Arunachal Pradesh. They are also one of the 56 officially recognised ethnic groups in China. The Monpas are believed to be the only nomadic tribe in north-east India. They were totally dependent on animals like sheep, cows, yak, goats and horses and had no permanent settlement or attachment to a particular place. Almost all Monpas follow Tibetan Buddhism.

The traditional society of the Monpas was administered by a council which consists of six ministers, locally known as ‘Trukdri’. The Monpas practice shifting and permanent type of cultivation. Cattle, yak, cows, pigs, sheep and fowl are kept as domestic animals.

Fig. 12. Pastoral Communities in Africa
1. Zulu:
The Sulu, or also known as Amazulu are a Bantu ethnic group of southern Africa. The Sulus are the single-largest ethnic group in South Africa and were numbered about nine million in the late 20th century. The Zulu village is a great circle, made up of a spherical homestead, Umuzi, which is a cluster of beehive-shaped huts arranged around a cattle krall, isibaya. Main cultural dishes of the Zulus consist of cooked maize, mielies, phutu etc. Most Zulu people are Christians.

2. Bedouin:
The Bedouin or Bedu are a group of nomadic Arab people who have historically inhabited the desert regions in North Africa, The Arabian Peninsula, Iraq and the Levant. Livestock and herding, principally of goats, sheep and dromedary camels comprised the traditional livelihoods of Bedouins. These animals were used for meat, dairy products and wool.

Note: The students can search about more Indian and African pastoral communities mentioned in the map.

JAC Class 9th History Pastoralists in the Modern World Textbook Questions and Answers 

Question 1.
Explain why nomadic tribes need to move from one place to another. What are the advantages to the environment of this continuous movement?
Answer:
The nomadic tribes have mobile habitats. Each of them owns a herd of cattle. They have to look after the subsistence of their cattle. As sufficient water and pasture land cannot be available in any area throughout the year, they need to move from one place to another. As long as the pastures are available in an area, they remain there, afterwards they move to new areas.

Environmental advantages from continued movement of Nomadic tribes: Environment gains a lot from this continuous movement. This movement allows pastures to recover. This prevents their overuse. Animals are a source of natural manure on the lands they settle, which helps in maintaining the fertility of the soil.

Question 2.
Discuss why the colonial government in India brought in the following laws. In each case, explain how the law changed the lives of pastoralists:
1. Waste Land Rules
2. Forest Acts
3. Criminal Tribes Act
4. Grazing Tax

1. Waste Land Rules:
The colonial government wanted to transform all grazing lands into cultivated farms to earn land revenue. Therefore, Waste Land Rules were enacted in various parts of the country. In most areas, regions taken over were actually grazing tracts used by pastoralists. So, expansion of cultivation inevitably meant the decline of pastures. ‘

2. Forest Acts:
By the mid-nineteenth century, various Forest Acts were enacted to categorise the forests. Through these Acts, some forests which produced commie ally valuable timber like deodar or sal were declared ‘Reserved’. No pastoral ts were allowed to access these forests. Other forests were classified as ‘Protected’. In these, some customary grazing rights were granted to the pastoralists, but their movements were severely restricted.

Pastoralists were now prohibited from obtaining valuable and nutritious fodder for their cattle. Even in the forest areas, were they were allowed entry, their movements were regulated. They needed a permit for entry. The number of days they could spend in the forest was limited.

Pastoralists were not allowed to remain in an area for a long time, even if forage was available, the grass was succulent and undergrowth in the forest was ample. They had to move regularly because the Forest Department permits that had been issued to them now ruled their lives. If they overstayed, they were liable to fines.

3. Criminal Tribes Act:
The colonial government wanted to rule over a settled population. It was easy to collect taxes form settled people. Secondly, settled people were seen as peaceable and law-abiding. Therefore, they passed the Criminal Tribes Act in 1871. By this Act, many communities of craftsmen, traders and pastoralists were classified as Criminal Tribes.

They were stated to be criminal by nature and birth. Once this Act came into force, these communities were expected to live only in notified village settlements. They were not allowed to move without a permit. The village police kept a continuous watch on them. This restricted their grazing grounds. Their agricultural stock declined and their trade and crafts were adversely affected.

4. Grazing Tax:
The colonial government looked for every possible source of taxation to enhance its revenue income. So, various grazing taxes were imposed on the pastoralists. They had to pay tax on every animal they grazed on the pastures. The tax per head of cattle went up rapidly and the system of collection was made increasingly efficient.

In the decades between 1850s and 1880s, the right to collect the tax was auctioned out to private contractors. These contractors tried to extract as high a tax as they could to recover the money they had paid to the state and earn as much profit as they could within the year. By the 1880s, the government began collecting taxes directly from the pastoralists. Each of them was given a pass.

The number of cattle he had and the amount of tax he paid was entered on the pass. As the tax had to be paid in cash, so pastoralists started selling their animals. The heavy burden of taxes had an adverse impact on their economic condition. Now, most of the pastoralists started taking loans from the moneylenders and were thus caught in debt trap.

Question 3.
Give reasons to explain why the Maasai community lost their grazing lands.
Answer:
Under colonial rule, the Maasais have faced the continuous loss of their grazing lands. The reasons behind this were as follows :
1. European imperial powers divided Africa into different colonies. In 1885, Maasai- land was cut into half with an international boundary between British Kenya and German Tanganyika. Subsequently, the best grazing lands were gradually taken over for white settlement and the Maasais were pushed into a small area in South Kenya and North Tanzania. The Maasais lost about 60 per cent of their pre-colonial lands. They were confined to an arid zone with uncertain rainfall and poor pastures.

2. From the late nineteenth century, the British colonial government in East Africa also encouraged local, peasants to expand cultivation. As cultivation expanded, pasturelands were turned into cultivated fields.

3. Large areas of grazing land were also turned into game reserves like the Maasai Mara and Samburu National Park in Kenya and Serengeti Park in Tanzania. Pastoralists were not allowed to enter these reserves; they could neither hunt animals nor graze their herds in these areas.

Question 4.
There are many similarities in the way in which the modern world forced changes in the lives of pastoral communities in India and East Africa. Write about any two examples of changes which were similar for Indian pastoralists and the Maasai herders.
Answer:
1. Both in India and Africa, the forests were reserved by the European rulers and the pastoralists were restricted to enter these forests. Mostly, these reserved forests were in the areas that had traditionally been grazing grounds for nomadic pastoralists in these two countries.

2. Both African and Indian Pastoralists were subjected to new taxes like the Grazing Tax. They had to secure special permits to graze their herds in certain areas. They were regarded with extreme suspicion by the colonial powers.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions History Chapter 4 Forest Society and Colonialism

JAC Class 9th History Forest Society and Colonialism InText Questions and Answers 

Activity (Page No. 81)

Question 1.
Each mile of railway track required between 1,760 and 2,000 sleepers. If one average sized tree yields 3 to 5 sleepers for a 3 metre wide broad gauge track, calculate approximately how many trees would have to be cut to lay one mile of track.
Answer:
Average number of sleepers required to lay one mile railway track = \(\frac{1760+2000}{2}=1880 \)
Average number of sleepers made by 1 tree = \(\frac{3+5}{2}=4\)
Thus, number of trees would have to be cut to lay one mile of track = \(\frac{1880}{4}=470 \)
Approximately, 470 trees would have to be cut to lay one mile of track.

Activity (Page No. 83)

Question 1.
If you were the Government of India in 1862 and responsible for supplying the railways with sleepers and fuel on such a large scale, what were the steps you would have taken?
Answer:
if I were the Government of India in 1862 and responsible for supplying the railways with sleepers and fuel on such a large scale, I would have taken the following steps:

1. I would have planned a systematic utilisation of the forest wealth; rules about the use of forest resources would have been framed.
2. Instead of using wood, iron or stone would have been used for making sleepers. Coal is used as fuel for running the railways engines.
3. Along with cutting down the forests, a plan for afforestation on a large-scale would have been initiated simultaneously.

Activity (Page No. 86)

Question 1.
Children living around forest areas can often identify hundreds of species of trees and plants. How many species of trees can you name?
Answer:
Fruiting Trees: Mango, Guava, Lemon, Banana etc.
Medicinal Plants: Tulsi, Neem, Babool, Sarpagandha etc.

Activity (Page No. 96)

Question 1.
Have there been changes in forest areas where you live ? Find out what these changes are and why they have happened.
Answer:
Yes, there have been many changes in forest areas where I live. These changes are as follows :

1. There have been strict restrictions on the hunting of wild animals.
2. A tremendous increase in the number of wild animals could be seen in these areas.
3. There have been many check posts of forests protection offices established.
4. Smuggling of elephant’s teeth and skin of tiger has been strictly prohibited.
5. There have been cleaning of rivers flowing through the forest areas. These changes have been made to protect the environment.

Question 2.
Write a dialogue between a colonial forester and an adivasi discussing the issue of hunting in the forest.
Answer:
A Sample dialouge is given below:
Colonial Forester: Who are you? What are you doing in this forest?

Adivasi: Sir, I am an adivasi. I live in nearby village. I came here to collect fruits and for hunting rabbits.

Colonial Forester: Don’t you know about the prohibition of hunting in forests?

Adivasi: But Sir, my children are hungry since five days. I came here to fulfill their food requirements.

Colonial Forester: I don’t care about it. I just know that hunting in forest is illegal. It is a crime and you will deserve a punishment for this.

Adivasi: But sir, this is our forest. Means if we, advasis, are restricted from hunting, then what other work we people will do? How will we care our family and our daily needs? Our family will die of starvation.

Colonial Forester: Look, you are arguing with me

Adivasi: Sir, we are dependent on these forests. Please let us do hunting. We will give you a share of our hunt.

Colonial Forester: Shut up! No, not at all. I have to report about you to our Forest Officer. Come with me.
Colonial forester arrests the adivasi and takes him away to his officer.

JAC Class 9th History Forest Society and Colonialism Textbook Questions and Answers 

Question 1.
Discuss how the changes in forest management in the colonial period affected the*) following groups of people:
1. Shifting cultivators
2. Nomadic and pastoralist communities
3. Firms trading in timber/forest produce.
4. Plantation owners
5. Kings/British officials engaged in shikar (hunting).
Answer:
1. Shifting cultivators:
Restriction on shifting cultivation resulted in displacement of many communities from their homes in the forests. Many were reduced to the level of starvation. Many changed their occupation and some became labourers.

2. Nomadic and Pastoralist Communities:
The forest laws deprived people of their customary rights and that meant severe hardship for the Nomadic and Pastoralist communities. They could not cut wood for their houses could not graze their cattle or collect fruits and roots, and hunting and fishing were declared illegal. Some of the nomadic communities began to be called ‘Criminal Tribes’ and were instead forced to work in factories, mines and plantations under government supervision. They were also recruited for work in plantations. Their wages were low and conditions of work were very bad.

3. Firms trading in timber/forest produce:
Under the new forest laws, lucrative opportunities opened up in the trade of forest products, specially timber. However, the trade was completely regulated under colonial government. The British governments gave many large European trading firms the sole right to trade in the forest products of particular areas.

4. Plantation owners:
Changes in forest management favoured the plantation owners who were mostly Europeans. They were given free land to destroy natural forests to make way for tea, coffee and rubber plantation, to meet the Europeans’ growing need for these commodities. But the workers on these plantations were paid very low wages. They had to live in very bad conditions;

5. Kings/British officials engaged in shikar (hunting):
Hunting of tiger and other animals had been a part of the culture of the court and nobility for centuries. The British saw large animals as a sign of a wild, primitive and savage society. Therefore, they provided strong incentives to encourage people to take guns and kill these dangerous animals. This hunting as a game for pleasure flourished under the new forest laws.

Question 2.
What are the similarities between colonial management of the forests in Bastar and in Java ?
Answer:
Bastar is located in the southernmost part of Chhattisgarh in India, while Java is located in Indonesia. The colonial power in India was the British, while in Java it was the Dutch. The similarities between colonial management of the forests in Bastar and Java are as follows :

1. A large number of trees were cut down for shipbuilding and railways.
2. There was restriction on hunting at the both places.
3. Nomads and pastoralists were restricted to enter the forests.
4. In both of the places defaulters of forests laws were punished, harassed and
5. Both Bastar and Java witnessed rebellion against rulers.
6. Both the governments displaced the local communities from their traditional livelihood in order to make full use of the forest produce.
7. Both restricted the villagers from practising shifting cultivation.

Question 3.
Between 1880 and 1920, forest cover in the Indian subcontinent declined by 9.7 million hectares, from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following factors in this decline :
1. Railways
2. Shipbuilding
3. Agricultural expansion .
4. Commercial farming
5. Tea/Coffee plantations
6. Adivasis and other peasant users.

1. Railways:
Colonial rulers needed sleepers to lay railway lines which were made of hard wood. Each mile of railway track required more than 1800 sleepers. By 1890, about 25,500 km of track had been laid. As the railway tracks spread through India, a larger and larger number of trees were felled. Forests around the railway tracks started disappearing fast. Wood was used as a fuel to run the locomotives.

2. Shipbuilding:
By the early nineteenth century, there was shortage of oak
trees in England which were the basic input for ship industry. This created a problem of timber supply for the Royal Navy. By the 1820s, search parties were sent to explore the forest resources of India. Within a decade, trees were being felled on a massive scale and vast quantities of timber were being exported from India. ‘

3. Agricultural expansion: In 1600, approximately one sixth of the total of India’s land area was under cultivation but now it is 42% because of the increasing population. In the early nineteenth century, the colonial state thought that forests were unproductive. They were considered to be wilderness that had to be brought under cultivation, so that the land could yield agricultural products and revenue, and enhance the income of the state. So, between 1880 and 1920, cultivated area rose by 6.7 million hectares.

4. Commercial farming:
Commercial farming was also responsible for deforestation. The Britishers directly encouraged the production of commercial crops like jute, sugar, cotton, tea, wheat etc. They encouraged their production because these crops were required as raw material and cereals were required to feed the growing urban population of Europe. Thus, forests were cleared for growing commercial crops.

5. Tea/Coffee plantations:
Large areas of forests were also cleared to make way for plantation crops like tea, coffee and rubber. These crops were grown to meet the Europeans’ growing demand. Plantation owners made big profits, making the workers work for long hours and at low wages.

6. Adivasis and other peasant users:
Adivasis and peasants cleared forests for shifting cultivation and commercial farming. Apart from this, they cut down the trees for fuel.

Question 4.
Why are forests affected by wars?
Answer:
Forests are affected by wars due to various reasons which are as follow :

1. In the modern times, the defending armies hid themselves and their war material under the cover of the thick forests to avoid detection. As such the enemy forces target forest areas to capture the opposing soldiers and their war materials.
2. Because of pre-occupation of the participant countries in the war, many proposals for promoting the forests culture have to be abandoned half-way and many such forests became prey of neglect.
3. To meet war needs, sometimes forests are cut indiscriminately and as a result forests vanished with no times one after the other.
4. Fearing the capture of forest areas by the enemy, sometimes the existing governments themselves cut down the trees recklessly, destroy the saw mills and bum huge piles of logs.
5. Finding the forest staff in difficulty and engaged during the war times, some people expand their agricultural land at the cost of the forest land.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions History Chapter 3 Nazism and the Rise of Hitler

JAC Class 9th History Nazism and the Rise of Hitler InText Questions and Answers 

Activity (Page No. 61)

Question 1.
Read Sources A and B :
1. What do they tell you about Hitler’s imperial ambition?
2. What do you think Mahatma Gandhi would have said to Hitler about these ideas?
Answer:
1. The two texts (Source ‘A’ and Source ‘B’) tell that Hitler’s imperialistic ambition was to expand the boundaries of Germany till wherever they could possibly reach. In Source ‘A’ he believed that an aggressive nation will find methods to adjust its teritory to its population’s size. In source ‘B’, he was comparing Germany’s size to that of Russia and wanted Germany to become a world power of similar size.

2. Mahatma Gandhi held a strongly opposite view. He believed in non-violence and peaceful co-existence of different races, communities and nations. Gandhi would have told Hitler to drop the idea of aggression against other nations from his mind, as violence begets violence.

Activity (Page No. 63)

Question 1.
What does citizenship mean to you? Look at Chapters 1 and 3 and write 200 words on how the French Revolution and Nazism defined citizenship.
Answer:
For me, Citizenship is a fundamental right of any person to live in his birth country or any favourable country. The French Revolution and Nazism both defined citizenship with different points of view.

1. French Revolution:
As per the French Revolution, all men are equal and free by birth and their rights are also equal. Freedom, prosperity, protection and protest against exploitation are the initial rights of a citizen. All men are free to express their views and to reside at any place of their choice. In a democratic country, there is rule of law and no one is above the law.

2. Citizenship in the view of Nazism:
Nazism defined citizenship on the basis of racial hierarchy. Therefore, they denied the citizenship of the Jews. Moreover, they treated them very cruelly and threw out them from Germany.

Question 2.
What did the Nuremberg Laws mean to the ‘undesirables’ in Nazi Germany? What other legal measures were taken against them to make them feel unwanted?
Answer:
Basically, The Nuremberg Laws of citizenship of September 1935, meant that the ‘undesirables’ had no right to live along with the other citizens. These included Jews, Gypsies, Blacks and other nationalities like Polish and Russian people. Following other legal measures were taken against them to make them feel unwanted :

1. Only persons of German or related blood would henceforth to be German citizens, enjoying the protection of the German empire.
2. Marriages between Jews and Germans were forbidden.
3. Extramarital relations between Jews and Germans were declared a crime.

Activity (Page No. 66)

Question 1.
If you were a student sitting in one of these classes, how would you have felt towards Jews?
Answer:
If I had been a student sitting in one of these classes, I would have felt very bad as I would be missing my friends who used to play with me earlier. I would have felt sympathetic towards them and would have hated the Nazi government for this action. Other legal measures included:

1. Boycott of Jewish businesses.
2. Expulsion from government services.
3. Forced selling and confiscation of their properties.
4. Jews were forbidden to hoist the national flag.

Question 2.
Have you ever thought of the stereotyped of other communities that people around you believe in? How have they acquired them?
Answer:
I have thought about the stereotypes of other communities that we believe in. They usually inherit from their forefathers and the traditions and customs of the community to which they belong.

Activity (Page No. 67)

Question 1.
Look at Figs. 23, 24 and 27. Imagine yourself to be a Jew or a Pole in Nazi Germany. It is September 1941, and the law forcing Jews to wear the Star of David has just been declared. Write an account of one day in your life.
Answer:
I was roaming on the streets of Berlin. I was very hungry and thirsty. I was searching for a gentle German lady who could give me a loaf of bread. But Alas! This could be my never ending search. Soon I heard a noise of a crowd which was chasing some boys. The people told me to enter in that crowd. All people wore a Star of David. As I felt that they were also Jews like me, I also ran along with them but unfortunately I was caught with them and all of us were thrown into the concentration camp.

Activity (Page No. 69)

Question 1.
How would you have reacted to Hitler’s ideas if you were:
1. A Jewish woman
2. A non-Jewish German woman
Answer:

1. As a Jewish woman, I would have reacted with fear sense of insecurity, anger and hatred.
2. As a non-Jewish German woman, I would try to mobilise support secretly and help the victims of Nazi persecution.

Question 2.
What do you think this poster (Fig. 28) is trying to depict?
Answer:
I think this poster is trying to make mockery of the Jews by projecting them as money hungry.

Activity (Page No. 70)

Question 1.
Look at Figs. 29 and 30 and answer the following: What do they tell us about Nazi propaganda? How are the Nazis trying to mobilise different sections of the population?
Answer:
From figure 29 and 30, we learn about the Nazi propaganda that they conduct in order to win the support of the working classes. The second poster is telling them to vote for Hitler, who has fought of the frontline in World War II. The first poster is condemning the Capitalists and Bolsheviks, because they are enemies of Nazism. By this method, the Nazis tried to mobilise different sections of the society to their cause.

Activity (Page No. 71)

Question 1.
Why does Erna Kranz say, ‘I could only say for myself? How do you view her opinion?
Answer:
Erna Kranz was telling Lawrence Rees about his personal experiences of the 1930s. According to him, people were now seeing hope. People’s salary has increased. Germany will develop again afresh. Now a good era is about to begin.

Activity (Page No. 74)

Question 1.
Write a one page history of Germany.
1. As a school child in Nazi Germany.
2. As a Jewish survivor of a concentration camp.
3. As a political opponent of the Nazi regime.
Answer:
1. As a school child in Nazi Germany:
In Nazi Germany, the condition of school children was very miserable. The Nazis started their ideological training when the child was three years old. As soon as he even started to think, he was given a small flag to wave. Ten-year-olds had to enter Jungvolk, a Nazi school. At 14, all boys had to join the Nazi youth organization, Hitler Youth, where they learnt to worship war, glorify aggression and violence, condemn democracy, and hate Jewish communities, gypsies and all those categorised as ‘undesirable’.

After a period of rigorous ideological and physical training, they joined the labour service, usually at the age of 18. Then they had to serve in the armed forces and enter one of the Nazi organisations. In this way, their whole life was spent under the conservative thinking which was forced on them. School children were segregated from their Jewish friends. They had to read textbooks that were prepared only for advertising the Nazi ideas. Even the function of sports was to nurture a spirit of violence and aggression among children. They were forced to choose boxing for sport.

2. As a Jewish survivor of a concentration camp:
The German Nazis will be always remembered for their brutality towards the Jews. This is a black chapter of German history. Jews from Jewish houses, concentration camps and ghettos from different parts of Europe were brought to death factories by goods trains where they were brutally tortured. I am afraid still now to remember those incidents.

Although I was alive there, but I felt my death hundred times. Jews were often persecuted through periodic organised violence and torture and then sent to concentration camps. Finally, they were left in gas chambers for death. The life of Jews were very miserable even out of the concentration camps. They were terrorised, pauperised and segregated from the society, and forced to leave the country.

All Jews had to wear a yellow Star of David on their breasts. This identity mark was stamped on their passport and houses too. They were kept in Jewish houses like ghettos that became sites of extreme misery and poverty. In any case of suspection or violation of law, they were sent to concentration camps where a new period of torture was started which resulted into their death. Millions of Jews were killed in gas chambers in front of our eyes.

3. As a political opponent of the Nazi regime:
Nazi rule in Germany was built up on the foot of propaganda. Nothing would be found to acquire new territories by war. This never brings a long peace and prosperity in any country. Although, I am a strong supporter of nationalism, but Nazi meaning for nationalism was totally disagreeable to me.

To achieve German nationalism, an investment of large amount on army is not right from any point of view. Nazi behaviour towards women and children was totally unfair. To hate the Jews and worship Hitler was complete injustice to them. The history will never forgive the Nazis for their failed trial to mislead the German masses by the propaganda of their uncivilian characters.

Question 2.
Imagine that you are Helmuth. You have had many Jewish friends in school and do not believe that Jews are bad. Write a paragraph on what you would say to your father.
Answer:
Dear Papa, I have many Jewish friends. We are learning to hate the Jews in our school. Jews have been thrown out from the school and taken to gas chambers for death. After all, what sin have they committed for which they are being treated like this? Why they are doing this to the Jews? Why Jews are sentenced to death illegally?

Are they not human beings like us? Do they not feel like us? Can you imagine if someone brought me to gas chamber and leave me there for death? Is the acceptance of Jewish religion a crime? If yes, then what will be the punishment for Christians whatever they are doing with Jews? Jesus will never forgive the Nazis for their brutality towards The Jews.

JAC Class 9th History Nazism and the Rise of Hitler Textbook Questions and Answers 

Question 1.
Describe the problems faced by the Weimar Republic.
Answer:
Weimar Republic faced many problems right since its birth. These were as follows:

1. This Republic carried the burden of war guilt and was financially disabled by being forced to pay war compensation.
2. Hyperinflation made the German mark valueless and caused immense hardship for the common man.This economic crisis led to widespread inflation, misery and despair.
3. In the Weimar Republic, both the communists and socialists became staunch enemies and could not make common cause against Adolf Hitler.
4. Both revolutionaries and militant nationalists craved for radical solutions, which was not easy. Within its short life, the Weimar Republic saw twenty different cabinets and the liberal use of Article 48. All this created a political crisis in Germany.
5. It became very unpopular among the Germans because it lost the vanity of the nation to the hands of Allied powers.

Question 2.
Discuss why Nazism became popular in Germany by 1930.
Answer:
The principal causes responsible for popularising Nazism in Germany can be summed up as follows :
1. Discontent due to the Treaty of Versailles:
After defeating the Germany, Allies had imposed many unjust conditions on Germany. It was forced to accept them under the threat of aggression. The aggression gave rise to Nazism in Germany.

2. Political Instability in Germany:
Under the Weimar Republic, there existed political instability. Between 1919-1933 A.D. as many as 21 coalition governments were formed and dissolved. Policies changed frequently. Democracy failed to give any relief to the people. Hitler promised a stable and strong government. He won the support of the people.

3. Unfaithful democracy in Germany:
Germany had no tradition of running a parliamentary democracy. Germany to say the least was “a democracy without democrat”. The democracy was against the German culture and tradition. Therefore, people could not understand the functional activities of parliamentary institutions. There were deep political differences between the communists and the Nazis. Because of above reasons democracy failed to achieve faith among German citizens.

4. The Economic Crisis:
Unemployment, inflation, price-rise, ruin of German trade and industry, coupled with general world depression created economic disaster of the worst order in Germany. Hitler blamed the Weimar republic for the plight of the masses and promised relief to the people on economic front, and he won their confidence.

5. Threat of Communism:
The communists in Germany tried to stage a revolution on the pattern of the Soviet revolution of 1917 A.D. Thus, the German capitalists extended full support to Hitler’s Nazi Party as the party was against socialism.

6. Hitler’s Dynamic Personality:
Hitler had a dynamic personality. He was influential and charming. He was a great organiser, an excellent orator and a tireless worker. His passion and his words moved people. He promised to build a strong nation, undo the injustice of the Versailles Treaty and restore the dignity of the German people. His appeal touched the emotions of the people.

Question 3.
What are the peculiar features of Nazi thinking?
Answer:
The peculiar features of Nazi thinking were as follows:

1. They believed that the strong should rule the world and the rest should accept their leadership.
2. They believed in racial hierarchy, where the Nordic German1 Aryans were at the top and the Jews at the lowest rung.
3. The Nazis believed that the Jews were their irreconcilable enemies. So the Jews were victimized and killed.
4. The Nazis believed in the geopolitical concept of ‘Lebensraum’ or living space i.e., new territories had to be acquired for the German nation.
5. Women were seen as mere bearers of the Aryan culture and race.

Question 4.
Explain why Nazi propaganda was effective in creating a hatred for Jews.
Answer:
Nazi propaganda was effective in creating a hatred for Jews because of the following reasons :
1. Role of Traditional Christians:
Jews remained the worst sufferers in Nazi Germany. Nazi’s hatred for Jews had a precursor in the traditional Christian hostility towards Jews. They had been stereotyped as killers of Christ and usurers. Until medieval times, Jews were barred from owning land. They survived mainly through trade and money lending.

2. Various Theories:
The Nazis started using theories of Darwin” and Herbert Spencer to propagate against Jews. So, people started justifying their hatred for Jews as they were considered inferior race and had no right to survive according to these two theories.

3. Propaganda at School Level:
Nazis started their propaganda right from school level. School textbooks were rewritten to justify ideas of race.

4. Propaganda at Home:
Motherhood was also used by Nazis to propagate against the Jews. Mothers were supposed to teach their children Nazi values. There was a code of conduct for all the women.

5. Propaganda through Press and Radio:
The Nazi regime needed languages and media with care to propagate against the Jews. Nazi ideas were spread through visual images like films, radio, movies etc. Jews were shown as rats and pests. Various code words were used to eliminate the Jews to protect the government from the world’s reaction.

Question 5.
Explain what role women had in Nazi society. Return to Chapter 1 on the French revolution. Write a paragraph comparing and contrasting the role of women in the two periods.
Answer:
Role of Women in Nazi Society : Equality of opportunity for both sexes had become an accepted principle by democracy everywhere in the world, but in Nazi Germany, a woman was valuable only as “a mother of pure Nordic (Aryan) children”. She was encouraged to preserve the purity of Aryan race and never to get involved in love affair with a Jew or a Russian or a Pole.

Those held guilty of love making with such persons were paraded with “shaven heads” through the streets. On the other hand, women would take pride in giving birth to as many children as they could. A comparative study of the Role of Women during Nazi Rule and the French Revolution:

1. Women played an important role in the French Revolution. They took equal part in social and political developments of their country. On the other hand, the Nazis thought that it was wrong on the part of women to demand their rights.
2. Most of the French women had to work for a living along with the men, but German women were not allowed to work along with men.
3. In France, both men and women were treated equal, but in Germany, women were considered nothing more than the bearers of the Aryan culture and race.
4. French women were free to change their patterns, but there was a code of conduct for the German women. They were not allowed to mix with anyone except Nordic Aryans.

Question 6.
In what ways did the Nazi state seek to establish total control over its people?
Answer:
The Nazi state seek to establish total control over its people in the following ways:
1. Political control:
Politically Germany was a single-party system where only the Nazi party could wield power. All the other parties had been banned. The state was led by as all powerful leaders. Even the army and the judiciary were controlled by the Nazi party.

2. Economic Control:
The Minister of Economies controlled all financial institutions such as banks and insurance companies. He also exercised rigid control over industries, factories and trading and commercial activities. In order to supply food to soldiers, many articles of food were rationed. Wage rates and prices of all articles of daily use were fixed.

3. Control over Education:
To propagate Nazism, the whole education system was put under the control of the state. School textbooks were rewritten. Racial science was introduced to justify the idea of race. Jewish teachers and Jewish children were thrown out of the school.

4. Control over social and cultural life:
The whole of the media, educational system and sports activities were controlled by the state. Women were declared second class citizens in Germany. Their concern should be their kitchens and giving birth to healthy children. Hundreds of thousands of Germans suffering from hereditary diseases were sterilized and thus prevented from giving birth to weak and unhealthy children.

JAC Class 9 Social Science Solutions

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